Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter
{"title":"教育方法有效吗?两个澳大利亚高等教育促进项目如何支持学生和员工维护负责任的学术诚信文化的反思案例研究","authors":"Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter","doi":"10.1007/s40979-021-00099-1","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Introduction</h3><p>Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.</p><h3 data-test=\"abstract-sub-heading\">Case description</h3><p>This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.</p><h3 data-test=\"abstract-sub-heading\">Discussion and reflection</h3><p>This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Does an educative approach work? 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This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.</p><h3 data-test=\\\"abstract-sub-heading\\\">Case description</h3><p>This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.</p><h3 data-test=\\\"abstract-sub-heading\\\">Discussion and reflection</h3><p>This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.</p>\",\"PeriodicalId\":44838,\"journal\":{\"name\":\"International Journal for Educational Integrity\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal for Educational Integrity\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40979-021-00099-1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Educational Integrity","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40979-021-00099-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity
Introduction
Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.
Case description
This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.
Discussion and reflection
This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.
Conclusions
The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.